Teaching what really happened : how to avoid the tyranny of textbooks and get students excited about doing history / James W. Loewen.

Loewen, James W. [Browse]
Second edition.
  • New York, New York ; London : Teachers College Press, 2018.
  • ©2009
1 online resource (xvi, 272 pages) : illustrations


Multicultural Education [More in this series]
Summary note
James Loewen has revised Teaching What Really Happened, the bestselling, go-to resource for social studies and history teachers wishing to break away from standard textbook retellings of the past. In addition to updating the scholarship and anecdotes throughout, the second edition features a timely new chapter entitled “Truth” that addresses how traditional and social media can distort current events and the historical record. Helping students understand what really happened in the past will empower them to use history as a tool to argue for better policies in the present. Our society needs engaged citizens now more than ever, and this book offers teachers concrete ideas for getting students excited about history while also teaching them to read critically. It will specifically help teachers and students tackle important content areas, including Eurocentrism, the American Indian experience, and slavery.
Source of description
Description based on print version record.
  • Cover
  • Title Page
  • Front Matter
  • Table of Contents
  • Series Foreword
  • Acknowledgments
  • Introduction: History as Weapon
  • A Lesson from Mississippi
  • A Lesson from Vermont
  • Why History is Important to Students
  • Why History is Important to Society
  • Focused Bibliography
  • Chapter 1: The Tyranny of Coverage
  • Forests, Trees, and Twigs
  • Winnowing Trees
  • Deep Thinking
  • Relevance to the Present
  • Skills
  • Getting the Principal on Board
  • Coping with Reasons to Teach "As Usual"
  • You Are Not Alone
  • Bringing Students Along
  • Chapter 2: Expecting Excellence
  • Student Characteristics Affect Teacher Expectations
  • Standardized" Tests Affect Teacher Expectations
  • Statistical Processes Cause Cultural Bias in "Standardized" Tests
  • Internalizing Expectations
  • Teachers Can Create Their Own Expectations
  • Chapter 3: Historiography
  • A Tale of Two Eras
  • The Civil Rights Movement, Cognitive Dissonance, and Historiography
  • Studying Bad History
  • Other Ways to Teach Historiography
  • Chapter 4: Doing History
  • Doing History to Critique History
  • Writing a Paper
  • Bringing Families In
  • Local History
  • Getting Started
  • Final Product
  • Using the Product
  • Chapter 5: Truth
  • Background of the Problem
  • Separating Matters of Fact from Matters of Opinion
  • Five Tests to Assess Credibility
  • Chapter 6: How and When Did People Get Here?
  • A Crash Course on Archaeological Issues
  • Presentism
  • Today's Religions and Yesterday's History
  • Conclusions About Presentism
  • Chronological Ethnocentrism
  • Primitive to Civilized
  • Costs of Chronological Ethnocentrism
  • Focused Bibliography.
Statement on language in description
Princeton University Library aims to describe library materials in a manner that is respectful to the individuals and communities who create, use, and are represented in the collections we manage. Read more...
Other views
Staff view